An online community of practice to improve intervention for individuals with complex communication needs

Quinn, Emily D.; Cook, Alexandria; Rowland, Charity

doi:10.1080/07434618.2019.1566400

Cited by 8 publications

(2 citation statements)

References 43 publications

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“…Sharing knowledge and experiences with the wider field may be important for understanding how widespread certain practices are and to hear about new knowledge or innovations that have arisen. Evaluations of other communities of practice have described various benefits, including sharing of evidence-based practices and resources (Quinn et al, 2019;Valaitis et al, 2011), enabling connection and strengthening inter-professional relationships particularly when members are geographically dispersed (Valaitis et al, 2011), and provision of opportunities for mentoring and networking (Hoffmann et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Online CoPs can also be a source of learning for student clinicians and novice clinicians (Terry et al, 2020). Participation in online CoPs has been described as particularly valuable in supporting health practices for people with complex needs, for highly specialised practices such as augmented and supported communication, empowerment of people with chronic conditions in primary healthcare settings and where health professionals may be geographically dispersed such as in community nursing practice (Bermejo-Caja et al, 2019;Quinn, Cook, & Rowland, 2019;Valaitis, Akhtar-Danesh, Brooks, Binks, & Semogas, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Characterising the impact of BRAINSPaN: a multidisciplinary community of practice for clinicians and researchers in the brain impairment field

et al. 2021

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Background: Communities of practice can facilitate the sharing and translation of knowledge. BRAINSPaN is a multidisciplinary community of practice of clinicians, researchers and students in the brain impairment field that was launched in Australia in June 2017. We aimed to investigate the impact of BRAINSPaN on multidisciplinary collaboration and on knowledge, skills and confidence in domains of practice of interest to members. Methods: We surveyed BRAINSPaN members over three time points at 1-month (n = 117), 7-months (n = 69) and 14-months (n = 46) post-launch. Content analysis of posts to the BRAINSPaN listserv was also conducted to identify their purpose and content. Results: Increasing access to new research findings and increasing interaction with others in the brain impairment field were the two main goals for survey respondents’ participation in BRAINSPaN. At 7- and 14-months post-launch, these were also the most commonly achieved goals and most frequently cited benefits of BRAINSPaN participation. Cognitive rehabilitation and behaviour management were the most frequently reported practice domains of interest, as well as being two of the five most common topics of BRAINSPaN posts over the survey period. There was a significant increase in self-reported knowledge for participants’ top two domains of interest, but no change in skills or confidence. Conclusions: BRAINSPaN has the potential to serve as a vehicle for the sharing and translation of knowledge in the brain impairment field. Combining other forms of dissemination with communities of practice, such as workshops and clinical mentoring, may be needed to also influence the development of skills and confidence in practice areas.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Characterising the impact of BRAINSPaN: a multidisciplinary community of practice for clinicians and researchers in the brain impairment field

et al. 2021

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An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs

Quinn

Cook

Wiedrick

et al. 2021

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Purpose The goal of this study was to investigate the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals teaching students with complex communication needs. Method A one-group pretest–posttest design was employed with 102 educational professionals and their students with complex communication needs. Students ( M age = 12.5 years, SD = 4.8 years) had severe expressive communication impairments characterized by an expressive vocabulary of < 10 words. The online CMPDP included webinars, coursework, and engagement with an online community of practice. We examined the students' expressive communication skills measured by the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide before and after their teachers and speech-language pathologists participated in the intervention. Results Students showed small but significant increases on the Communication Matrix Assessment. The average increase in scores was 10.6, z = 5.37, 95% confidence interval (CI; [6.65, 14.54]), Glass's delta = 0.37. The mean gain in scores for IEP quality was not significant (0.82, z = 2.43, 95% CI [0.14, 1.49], Glass's delta = 0.28). Conclusions Results demonstrate the initial feasibility of the CMPDP for educational professionals and their students with complex communication needs. Findings must be interpreted cautiously as the study design has methodological limitations including lack of a control condition and a potential for correlated measurement error and demand characteristics. Supplemental Material https://doi.org/10.23641/asha.16734553

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Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study

Quinn

Kurin

Atkins

et al. 2023

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Purpose: The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. Method: A grounded theory approach was used to collect and code online, semistructured interviews with six special education teachers and 14 SLPs who taught children aged 3–8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants ( n = 30%) confirmed their transcripts and commented on emerging themes. Results: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. Conclusions: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings. Supplemental Material: https://doi.org/10.23641/asha.23699757

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An online community of practice to improve intervention for individuals with complex communication needs

Cited by 8 publications

References 43 publications

Characterising the impact of BRAINSPaN: a multidisciplinary community of practice for clinicians and researchers in the brain impairment field

Characterising the impact of BRAINSPaN: a multidisciplinary community of practice for clinicians and researchers in the brain impairment field

An Initial Investigation Into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working With Students With Complex Communication Needs

Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study

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